exhibit 1b.1.9 louisiana reading and language competencies ...€¦ · grambling state university 1...

Grambling State University 1 La. Reading/Language Competencies for Teachers Grades 6-12

Exhibit 1b.1.9 Louisiana Reading and Language Competencies Redesign (Grades 1-6) SUBMISSION OF DOCUMENTS TO THE LOUISIANA DEPARTMENT OF EDUCATION TO EVALUATE THE READING COMPETENCIES

COVER PAGE INSTITUTION

Name of Institution: Grambling State University Institution Official Primarily Responsible For the Overall Implementation of the Teacher Preparation Programs:

#1 Name & Title: Dr. Sean Warner Dean, College of Education Address: P.O. Box 1181 Grambling, Louisiana 71245 Telephone: (318) 274-3235

E-mail: [email protected]

TYPES OF PROGRAMS Check ALL redesigned programs being offered at your institution. � Baccalaureate Degree:

� Grades PK-3 � Grades 6-12 � Grades 1-5 � Grades K-12 � Grades 4-8

� Practitioner Teacher Program:

� Grades PK-3 � Grades 6-12 � Grades 1-5 � Grades K-12 � Grades 4-8 � Grades 1-12 Mild/Moderate Special Education

� Master’s Degree - Alternate:


� Non-Master’s/Certification-Only Alternate Program:


OFFICIAL SIGNATURE By signing and submitting this document, the signator is certifying that all information contained within the document is accurate and reflective of the instruction that is occurring at the institution. Name and Title Campus Head/Authorized Campus Representative: Signature of Campus Head/Authorized Campus Representative: Date:

Telephone Number:

E-mail Address:


TABLE OF CONTENTS

II. TABLE OF CONTENTS III. OVERVIEW OF THE PROGRAMS A. Identification of Programs B. Program Description IV. HIGHER EDUCATION PROGRAM REVIEW MATRIX FOR LOUISIANA’S

READING AND LANGUAGE COMPETENCIES FOR TEACHERS V. COURSE SYLLABI VI. COURSE TEXTBOOK AND RESOURCE MATERIALS APPENDIX Appendix A - Alignment Matrix for the Conceptual Framework


III. OVERVIEW OF THE PROGRAMS A. Identification of Programs

Type of Program Areas of Certification Baccalaureate Grades 6-12

B. Program Description The secondary program (grades 6-12) is designed to prepare candidates with diverse knowledge, skills, and dispositions needed to effectively teach secondary students. Specifically, all secondary teacher education candidates must complete a minimum of 31 semester hours in the primary teaching focus area and a minimum of 19 semester hours in the secondary teaching focus area (see Curriculum sheets). Candidates must pass the specialty area PRAXIS II exams for both the primary and secondary teaching focus areas. All secondary teacher candidates must pass special requirements that are associated with specific courses The Louisiana Reading and Language Competencies The following Reading/Literacy courses are included on selected secondary programs: • ED 322-Reading in Middle, Junior, and Senior High School These courses provide diverse experiences that help secondary candidates to develop and expand Reading/Literacy skills across the curriculum. The course objectives and experiences have been aligned with the Louisiana Reading and Language Competencies. These competencies are reflected in the content, instructional activities, resources, field experiences, assessments, and program requirements. Secondary teacher candidates work directly with supervising teachers and students in the 6-12 school settings. They have opportunities to plan and implement lessons that directly relate to the Reading competencies. This process allows them to become more knowledgeable of planning appropriate lessons, implementation procedures, assessment and evaluation and managing content area Reading/Literacy programs for secondary students. Opportunities are also provided for candidates to work with parents and community representatives as they recognize their roles in supporting the Reading/Literacy program. Finally, numerous opportunities are provided for the secondary candidates to participate in diverse professional development activities at various local and state sites.


IV. HIGHER EDUCATION PROGRAM REVIEW MATRIX FOR LOUISIANA’S READING AND LANGUAGE COMPETENCIES FOR TEACHERS FORM NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate

GRADE LEVELS & CERTIFICATION AREAS: (e.g., PK-3, Grades 4-8 (Mathematics & Science) Grades 1-5, Grades 6-12 (Mathematics, Biology, Chemistry), Grades K-12 (Art Education), Grades 1-12 (Mild/Moderate Special Education)

Grades 6-12

STRAND A: FOUNDATIONAL CONCEPTS

1. BESE READING COMPETENICES:

GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH

THE COMPETENCY AND/OR SKILL IS ADDRESSED

BRIEFLY EXPLAIN THE STUDENT’S END PRODUCT AS

IT RELATES TO THE SKILLS ACQUIRED

6-12 C C B A

A1. Knows the progression (stages) of reading/language development.

Develops and implements instructional activities that appropriately utilize and demonstrate the concept of the continuum of skills in reading, writing, and oral language proficiencies.

ED 322 Given varied content, activities and materials, the teacher candidates: • Critically analyze the

definition of Reading/Literacy skills as related to the effective “teacher of Reading/Literacy” in an interactive panel discussion.

• Present a power-point

presentation that focuses on strategies for developing reading in the content areas for students in 6-12 school settings.

6-12 C C B A

A2. Knows the major components of reading and language instruction and the teaching activities that typically address each component.

Plans and implements instruction that demonstrates an understanding of the major components of reading, writing, and oral language instruction and address each component thoroughly and systematically with emphasis appropriate to students’ grade levels or needs.

6-12 C C B A

A3. Understands at a general level the causal links between phonological skills, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing.

Designs and implements instructional activities that build on an understanding of the connections between phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing.

ED 322

• Critically analyze research that focuses on phonological skills as related to the development


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS





of other reading/literacy skills and present in an oral presentation.

• Present creative teacher-

made devices and specific grade appropriate lesson plans that specifically focus on, “phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing” as related to enhancing literacy learning for the students in 6-12 settings.

6-12 C C B A

A4. Understands the most common intrinsic differences between proficient and poor readers (cognitive, physiological, and linguistic) and the major differences (language spoken at home, exposure to books, values, schooling itself).

Analyzes and selects instructional goals based on cognitive, physiological, cultural, environmental, and linguistic differences underlying good and poor reading.

ED 322 • Review related literature and present findings in a research paper on factors that impact the instructional process of “good and poor readers” in the 6-12 school setting.

• Use the

English/Language Arts Comprehensive Curriculum to identify instructional goals and design skill based lessons and select appropriate materials to meet diverse learner needs of 6-12 students.

• Observe and interview

master teachers in the 6-


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS





12 school setting to acquire appropriate procedures for designing and implementing effective literacy learning lessons. Analyze exemplary Reading/Literacy lessons (designed by pre-service and in-service teachers) and summarize findings and present in class.

6-12 C C B A

A5. Understands principles of teaching: model, lead, give guided practice, and independent practice.

Selects, develops and uses media (books, technology, non-print materials) to support instruction, based on considerations of student interests and cultural and linguistic backgrounds in reference to scientifically-based reading research.

ED 322 • Review related literature that relates to the use of multimedia resources to develop Reading/Literacy skills for 6-12 students and summarize finding in a power-point presentation.

• Identify and utilize

commercial and non commercial materials that may be used to develop specific Reading/Literacy skills to meet the diverse needs of students in 6-12 school settings in a micro-teaching lesson.

6-12 C C C B

A6. Knows how to question at multiple levels to assess and build comprehension at all levels from lower level factual to higher order thinking.

Asks questions at multiple levels, from lower level factual to higher order thinking, when assessing and building comprehension.

ED 322 • Design and present instructional lessons (with appropriate materials) in the 6-12 classrooms that focus on “ multiple levels of questioning”.

• Present the feedback

(including student artifacts, the Reflective Journal, the Supervising Teacher


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS





Evaluation Rubric) in the university classroom.

ALA = All Level Areas K-12 (Music, Art, PE) A = Awareness B = Basic Understanding C = Comprehensive Understanding


STRAND C: PHONEMIC AWARENESS AND LETTER KNOWLEDGE NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS



BRIEFLY EXPLAIN THE STUDENT’S END PRODUCT AS IT RELATES TO THE SKILLS

ACQUIRED

6-12 C C B

C1. Knows the progression of development of phonological skill (e.g., rhyme, syllable, onset-rime, phoneme segmentation, blending, and substitution).

Selects and instructs a range of activities representing a developmental progression of phonological skill (words in sentences; rhyming; oral word repetition; syllable counting; onset-rime segmentation and blending; phoneme identification, segmentation, and blending).

6-12 C C B

C2. Understands the difference between speech sounds (phonemes) and the letters/letter combinations (graphemes) that represent them.

Designs lessons that begin with auditory phonemic awareness activities, then links phonemes with letters as soon as students develop an adequate level of phonetic awareness.

6-12 C C

C3. Knows how to identify and pronounce the speech sounds in standard English (consonant and vowel phoneme systems).

Demonstrates appropriate enunciation in oral demonstrations, especially when conducting phonemic awareness lessons.

6-12 C C B

C4. Understands the print concepts young children must develop (e.g., directionality, connection of print to meaning)

Explains and demonstrates through shared reading and oral reading how print is used when reading a book. (e.g., provides details that readers take for granted while reading such as sentences, paragraphs, and that the end of lines on a page does not necessarily mean the end of a unit of meaning).

6-12 C C

C5. Knows how to segment and blend any single-syllable word at the onset-rime and phoneme level

Models and assists students in segmenting and blending single-syllable words at the onset-rime and phoneme level using words with two, three, and four phonemes.

6-12 C C C B

C6. Understands the role of letter name knowledge in reading and spelling.

Uses techniques for teaching fluency of letter naming, matching, and writing, including multi-sensory strategies for teaching letter identification and letter formation.

ED 322 • Use children’s literature to present “multi-sensory “strategies” for enhancing letter identification and formation” in relationship to developing reading and writing skills in 6-12 students.

A = Awareness B = Basic Understanding C = Comprehensive Understanding


STRAND D: PHONICS AND WORD RECOGNITION NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12 C C A

D1. Understands the various structures of language that underlie the English spelling system (e.g., phoneme-grapheme, syllable pattern, morpheme units in print, and word origin).

Identifies the kind of phonics and spelling instruction that is in an adopted comprehensive reading program (systematic, incidental, synthetic, analytic). Develops lessons that include practice in reading texts that are written for students to use their knowledge of language structure to decode and read words.

ED 322 • Use the Comprehensive Curriculum for English/Language Arts to teach decoding strategies and resources for students in 6-12 classroom settings.

6-12 C C A

D2. Understands explicit, systematic teaching and implicit, incidental, and opportunistic teaching of phonics.

Teaches all steps in a decoding lesson, resulting in reading words fluently, accurately, and with appropriate intonation and expression. Uses the following systematic progression to teach word reading so as to make public the important steps involved in reading a word:

1. Students orally produce each sound in a word and sustain that sound as they progress to the next.

2. Students must be taught to put those sounds together to make a whole word.

3. Students sound out the letter-sound correspondences "in their head" or silently and then produce the whole word.

ED 322 • Observe master teachers in the 6-12 classroom setting to identify diverse strategies for developing effective phonics skills and record findings in a formal report.

6-12 C C A

D3. Understands the developmental progression in which orthographic knowledge is generally acquired.

Selects and delivers grade-appropriate lessons on spelling, phonics, and word identification skills.

ED 322 • Demonstrate the use of instructional activities and appropriate materials for developing “spelling, phonics, and word identification skills” for students in 6-12 classroom settings.



STRAND D: PHONICS AND WORD RECOGNITION (CONTINUED)

6-12

A A

D5. Possesses an awareness that second languages or dialects have varying phonological features that present a challenge to English pronunciation and phonics.

Explicitly teaches phoneme-grapheme association, blending, and segmentation; in addition to syllable pattern and morpheme recognition. Identifies the phonological, morphological, and orthographic differences in English and a second language.


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12 C C A

D4. Knows how to recognize examples of sound-symbol correspondences, rules, and patterns in English and recognizes syllable types and morphemes.

Explicitly teaches phoneme-grapheme association, blending, and segmentation; in addition to syllable pattern and morpheme recognition


STRAND E: FLUENT, AUTOMATIC READING OF TEXT NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12

1. BESE READING COMPETENCIES:

GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12

C C B A

E1. Understands the role of fluency in word recognition, oral reading, silent reading, and comprehension of written discourse.

Provides opportunities for multiple readings of continuous text with corrective feedback to promote speed, accuracy, comprehension, and expression.

ED 322 • Design and present a technology related presentation that represents research findings on strategies for developing Reading Fluency.

• Present some strategies for developing

reading fluency in a micro teaching exercise.

6-12 C

C B

E2. Knows how to define and identify examples of text at a student’s frustration, instructional, and independent reading levels.

Determines the reading level of text and the student’s reading level; and selects appropriate text to match the student’s instructional and independent reading levels.

ED 322 • Administer formal and informal assessments to students in 6-12 school settings to determine the instructional level of the students. Submit the findings (including the diagnostic results and the remediation strategies) in a formal report.

6-12 C

C B A

E3. Understands reading fluency from multiple perspectives: stages of normal reading development, intrinsic characteristics of some reading disorders, and consequences of practice and instruction.

Implements instructional strategies targeting the unique needs of each student to foster reading fluency.

ED 322 • Design and deliver instructional lessons (at the on-site school) that focus Reading Fluency for students in the 6-12 school setting.


A = Awareness B = Basic Understanding C = Comprehensive Understanding STRAND F – VOCABULARY NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12 C C C A

F1. Understands the role of vocabulary development and vocabulary knowledge in comprehension. Understands the concept of building word consciousness.

Structures lessons and selects appropriate words to develop students’ vocabulary using strategies and materials.

ED 322 • Develop and deliver instructional lessons in the 6-12 school setting classroom that focuses on vocabulary development.

6-12

C B

F2. Understands the role and characteristics of both direct and contextual methods of vocabulary instruction.

Develops and teaches lessons to provide both direct and contextual vocabulary instruction that is robust and engages the student.

ED 322

• Create an instructional lesson with the use of creative materials for developing vocabulary skills for 6-12 students that demonstrate direct involvement and interaction. Student work samples will be available for representing the impact of instruction.

6-12

C B C

F3. Knows varied techniques for rich vocabulary instruction before, during, and after reading/language instruction.

Identifies and applies varied techniques for vocabulary instruction before, during, and after reading, writing, and oral language.

ED 322 • Present micro teaching lessons that reflect vocabulary instruction “before, during, and after reading, writing, and oral language”.

6-12

C B C

F4. Understands principles of word selection for rich vocabulary instruction (e.g., words with broad utility, specialty words).

Identifies and directly teaches words necessary for understanding text that should be taught before the passage is read, and differentiates specialty words from words with broad utility.

ED 322 • Observe and summarize a master teacher in a 6-12 classroom to determine the strategies for promoting “rich vocabulary instruction”.

6-12

C B C

F5. Knows reasonable goals and expectations for learners at various stages of literacy development (e.g., Biemiller’s list); knows how to recognize the wide differences in students’ vocabularies.

Plans and adjusts vocabulary instruction based on the needs of students.

ED 322 • Plan and implement creative vocabulary activities to address the diverse needs of 6-12 students.

ALA = All Level Areas K-12 (Music, Art, PE) A = Awareness B = Basic Understanding C = Comprehensive Understanding


STRAND G: TEXT COMPREHENSION NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12

C C C

G1. Understands comprehension monitoring strategies used by good readers.

Organizes and provides instruction that models comprehension monitoring strategies and has students use them (e.g., asking questions, summarizing, predicting, making connections).

ED 322

• Develop a technology related presentation that presents “comprehension monitoring strategies”.

• Present some comprehension monitoring

strategies in the 6-12 classroom and present the supervising teacher evaluation afterwards.

6-12 C

C C

G2. Differentiates among strategies that are appropriate before, during, and after reading.

6-12 A B C B

G3. Knows the differences between characteristics of major text genres, including narration, exposition, and argumentation.

Utilizes instructional strategies that teach students differences between major text genres, including narration, exposition, and argumentation.

ED 322 • Design and present diverse literature-based activities to teach “differences between major text genres” that are appropriate for 6-12 students. Present the results of the lesson implementation using student work samples.

6-12 C

B B C

G4. Knows how to recognize text structure and syntax (phrases, clauses, sentences, paragraphs and “academic language”) that could be a source of miscomprehension.

Models strategies to identify text structures and syntax and has students use the strategies to improve their comprehension.

ED 322

• Demonstrate (in 6-12 classrooms) some appropriate strategies for developing comprehension skills and present the results of the supervising teacher evaluation in the Summary Field-Based Report.


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12

B C C

G5. Understands the similarities and differences between written composition and text comprehension and the usefulness of writing in building comprehension.

Employs comprehension strategies across the content areas that emphasize the relationships among reading, writing and oral language.

ED 322

• Prepare a video-taped presentation that demonstrates 6-12 students involved in comprehension skill-based activities that focus on the Reading-Writing Connection across the curriculum.



H: SPELLING AND WRITING NAME OF UNIVERSITY: Grambling State University TYPE OF PROGRAM: (e.g., Baccalaureate, Practitioner Teacher, Master’s Degree - Alternate, Non-Master’s/Certification-Only Alternate Program)

Baccalaureate


Grades 6-12


GRADE LEVELS

PROFICIENCY

LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS




ACQUIRED

6-12 C B A C

H1. Understands the organizing principles of the English spelling system at the sound, syllable, and morpheme levels.

Plans and teaches a sequence of lessons that incorporate spelling and word study activities appropriate for students at each developmental level.

ED 322 • Demonstrate strategies for teaching spelling and writing skills for students in 6-12 settings.

6-12 C

B A C

H2. Knows how to identify students’ levels of spelling achievement and orthographic knowledge.

Analyzes students’ spelling, identifies their levels of development, and provides appropriate instruction to improve their spelling achievement.

ED 322 • Develop a research project that describes how to identify and remediate spelling needs of 6-12 students.



CAPP Implementation Standard Curriculum Format

College: ____________Education____________________________ Department: _____________Teacher Education

________

Major: _________Biology Education______________________ Academic Year (one year only): 2004 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 127____ (no ranges)

COURSES Cr. Hrs.

Min. Grade

Required COURSES Cr.

Hrs.

Min. Grade

Required GSU REQUIREMENTS FREE ELECTIVES BSS 101 or HON 110 or [FYE 101 and 102] 2 D HED 100 – First Aid 1 D P.E. Activity or AS 101, or AS 102, or MS 101L, or MS 102L

1 D HUMANITIES

GET 300 – Rising Examination

0 P HIST 201 – Amer Nat’l Multicul Hist to 1877

3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C SOCIAL SCIENCES ECON 201 – Principles of Economics 3 D MATHEMATICS MATH 147 – Precalculus I 3 C MATH 148 – Precalculus II 3 C STAT 273 – Probability and Statistics 3 C NATURAL SCIENCES BIOL 113 – Principles of Biology I Lect 3 C FOREIGN LANGUAGES BIOL 115 – Principles of Biology I Lab 1 C BIOL 114 – Principles of Biology II Lect 3 C BIOL 116 – Principles of Biology II Lab 1 C OTHERS [_________________________] BIOL 201-Structural Biology Lect & Lab 4 C BIOL 202 – Developmental Biology 4 C BIOL 206 – Fundamentals of Ecology 4 C BIOL 302 – Genetics Lect & Lab 4 C MAJOR REQUIREMENTS BIOL 304 – Intro to Microbiology 4 C ED 162 – Introduction to Teaching 3 C BIOL 305 – Anatomy & Physiology 4 C ED 200/204-Human Growth & Dev/Adol Psy 3 C SCI 420 –Science Methods for Secondary ED 3 C ED 300 – Educational Psychology 3 C ED 312 – Intro to ED of Exceptional Children 3 C MAJOR REQUIREMENTS ED 317 – Multicultural Education 3 C CHEM 101 – Environmental Chemistry 3 C ED 322 – Reading in the Junior/Senior High 3 C CHEM 111 – General Chemistry Lect 3 C ED 328 – Diagnosis and Evaluation 3 C CHEM 113 – General Chemistry Lab 1 C ED 402 –Instructional Technology Integration 3 C CHEM 112 – General Chemistry Lect 3 C ED 453 – Advanced Teaching Methods II 3 C CHEM 114 – General Chemistry Lab 1 C ED 427 – Classroom Management 3 C CHEM 223 – Organic Chemistry Lect 3 C ED 455 – Student Teaching 9 C CHEM 225 – Organic Chemistry Lab 1 C CHEM 224 – Organic Chemistry Lect 3 C CHEM 226 – Organic Chemistry Lab 1 C



College: ____________Education____________________________ Department: _____________Teacher Education________

Major: _________English Education____________________________ Academic Year (one year only): 2006 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 127____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C ENG 310- Adv Trad Granmmar & Tutor 3 C SOCIAL SCIENCES ECON 201 – Principles of Economics 3 C MATHEMATICS HIST 101 – History of Civilization 3 C MATH 131 – College Algebra 3 C GEOG 201 – Cultural Geography 3 C MATH 132 - Trigonometry 3 C SOC 201 – Introduction to Sociology 3 C HIST 322 – Louisiana History 3 C NATURAL SCIENCES PS 201 – American Government 3 C BIOL 103 – Principles of Biology I 3 C PS 300 – State and Local Government 3 C BIOL 104 – Principles of Biology II 3 C SCI 101 – Physical Science Survey I 3 C FOREIGN LANGUAGES OTHERS [_________________________] MAJOR REQUIREMENTS ENG 301-Hist and Survey of English Lit 3 C ENG 303 – World Literature 3 C MAJOR REQUIREMENTS ENG 315 – Adolescent Literature 3 C ED 162 – Introduction to Teaching 3 C ENG 401/402-Hist & Survey of Am Lit I or II 3 C ED 200/204-Human Growth & Dev/Adol Psy 3 C ENG 407-History of English Language 3 C ED 300 – Educational Psychology 3 C ENG 408 – Literary Criticism 3 C ED 312- Intro to ED of Exceptional Children 3 C ENG 450 – Linguistics and Languages 3 C ED 322 – Reading in the Junior/Senior High 3 C ENG 454 – Women’s Literature 3 C ED 317 – Multicultural Education 3 C ENG 455 – Methods of Teaching English 3 C ED 328 – Diagnosis and Evaluation 3 C ED 402 –Instructional Technology Integration 3 C ED 453 – Advanced Teaching Methods II 3 C ED 427 – Classroom Management 3 C ED 455 – Student Teaching 9 C




Major: _________French Education____________________________ Academic Year (one year only): 2005 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 127____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 301 or 302-English Literature 3 C ENG 303 – World Literature 3 C SOCIAL SCIENCES ENG 310- Adv Trad Granmmar & Tutor 3 C ECON 201 – Principles of Economics 3 D ENG 401 or 402-American Literature 3 C ENG 450-Linguistics and Languages 3 C MATHEMATICS MATH 131 – College Algebra 3 C MATH 132 - Trigonometry 3 C FOREIGN LANGUAGES NATURAL SCIENCES BIOL 103 – Principles of Biology I 3 C BIOL 104 – Principles of Biology II 3 C OTHERS [_________________________] SCI 101 – Physical Science Survey I 3 C MAJOR REQUIREMENTS FR 101 – French I 3 C FR 102 – French II 3 C FR 201 – French III 3 C FR 202 – French IV 3 C FR 226-Business French or FR 316 French Culture and Civilization

3 C

FR 306 – Conversation & Composition I 3 C MAJOR REQUIREMENTS FR 314 – French Phonetics 3 C ED 162 – Introduction to Teaching 3 C FR 307 – Conversation & Composition II or 3 C ED 200/204-Human Growth & Dev/Adol Psy 3 C FR 316 – French Culture and Civilization or ED 300 – Educational Psychology 3 C FR 322 – Survey of French Literature I or ED 312 – Intro to ED of Exceptional Children 3 C FR 323 – Survey of Franc. Literature I 6 C ED 317 – Multicultural Education 3 C FR 411 – Intro to French Linguistics or 3 C ED 322 – Reading in the Junior/Senior High 3 C FR 416–Topics in French &France Studies or ED 328 – Diagnosis and Evaluation 3 C FR 422 – Survey of French Literature II or ED 402 –Instructional Technology Integration 3 C FR 423 – Survey of Franc. Literature II or ED 453 – Advanced Teaching Methods II 3 C FR 436 – Independent Study 6 C ED 427 – Classroom Management 3 C ED 455 – Student Teaching 9 C FR 412 – Applied Ling and Methodology 3 C




Major: _________Industrial Arts Education____________________ Academic Year (one year only): 2004 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 125____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C ENG 303 – World Literature 3 C SOCIAL SCIENCES ENG 310 – Advanced Grammar 3 C ECON 201 – Principles of Economics 3 D ENG 401 or 402-Hist/Surv of Am Lit I or II 3 C ENG 450 – Linguistics and Languages 3 C MATHEMATICS MATH 147 – Pre-Calculus I 3 C MATH 148 – Pre-Calculus II 3 C FOREIGN LANGUAGES NATURAL SCIENCES BIOL 103 – Principles of Biology 3 C OTHERS [_________________________] BIOL 105 – Principles of Biology Lab 1 C PHYS 109 – Fundamentals of Physics I 3 C PHYS 111 – Fundamentals of Physics I Lab 1 C PHYS 110 – Fundamentals of Physics II 3 C MAJOR REQUIREMENTS PHYS 112 – Fundamentals of Physics II Lab 1 C ED 162 – Introduction to Teaching 3 C ED 200/204 –Human Growth & Dev/Adol Psy 3 C ED 300 – Educational Psychology 3 C MAJOR REQUIREMENTS ED 312 – Intro to ED of Exceptional Children 3 C TE 101 – Technical Graphics I 3 C ED 317 – Multicultural Education 3 C TE 102 – Technical Graphics II 3 C ED 322 – Teaching Reading in Jr/Mid/Sr High 3 C TE 103 – Principles of Electric Circuits I 3 C ED 328 – Diagnosis & Evaluation 3 C TE 105–Introduction to Technology ED 1 C ED 402– Instructional Technology Integration 3 C TE 201 – Woodworking I 3 C ED 453 – Advanced Methods II 3 C TE 202 – Woodworking II 3 C ED 427 – Classroom Management 3 C TE 301 – Fundamentals of Auto Systems 3 C ED 455 – Student Teaching 9 C TE 303 – Manufacturing Technology I 3 C TE 304 – Manufacturing Technology II 3 C TE 305 – Basic Concepts in Technology ED 3 C TE 408 – Laboratory and Safety 3 C




Major: _________Mathematics Education______________________ Academic Year (one year only): 2006 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 128____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C SOCIAL SCIENCES ECON 201 – Principles of Economics 3 D MATHEMATICS MATH 153 – Calculus I 3 C MATH 154 – Calculus II 3 C MATH 201 – Calculus III 3 C MATH 305 – Deductive Mathematics 3 C NATURAL SCIENCES BIOL 113 – Principles of Biology I 3 C FOREIGN LANGUAGES BIOL 115 – Principles of Biology I Lab 1 C PHYS 109 – Fundamentals of Physics I 3 C PHYS 111 – Fundamentals of Physics I Lab 1 C OTHERS [_________________________] PHYS 110 – Fundamentals of Physics II 3 C PHYS 112 – Fundamentals of Physics II Lab 1 C MAJOR REQUIREMENTS MAJOR REQUIREMENTS ED 162 – Introduction to Teaching 3 C MATH 307 – Intro to Modern Geometry 3 C ED 200/204-Human Growth & Dev/Adol Psy 3 C MATH 309 – Linear Algebra 3 C ED 300 – Educational Psychology 3 C MATH 321 – Intro to Modern Algebra I 3 C ED 312- Intro to ED of Exceptional Children 3 C MATH 323 – Intro to Modern Algebra II 3 C ED 322 – Reading in the Junior/Senior High 3 C MATH 400 – Real Analysis I 3 C ED 317 – Multicultural Education 3 C MATH 403 – Differential Equations 3 C ED 328 – Diagnosis and Evaluation 3 C CS 107 – Computers and Society 3 C ED 453 – Advanced Teaching Methods II 3 C CS 110 – Computer Science I 3 C ED 427 – Classroom Management 3 C CS 120 – Computer Science II 3 C ED 455 – Student Teaching 9 C CS 210 – Discrete Structures 3 C CS 235 – Data Structures 3 C STAT 273 – Statistics I 3 C CS 300 – Computer Science Seminar 1 C MATH 450 – Math Methods for Sec Ed Teach 3 C CS 310 – Software Engineering 3 C




Major: _________Physics Education______________________ Academic Year (one year only): 2004 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 128____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C SOCIAL SCIENCES ECON 201 – Principles of Economics 3 D MATHEMATICS MATH 153 – Calculus I 3 C MATH 154 – Calculus II 3 C MATH 201 – Calculus III 3 C MATH 309 – Intro to Linear Algebra 3 C NATURAL SCIENCES FOREIGN LANGUAGES PHYS 151 – General Physics I 5 C PHYS 152 – General Physics II 5 C PHYS 213 – Atomic Physics 3 C OTHERS [_________________________] PHYS 220 – Sophomore Lab (Atomic) 1 C PHYS 214 – Nuclear Physics 3 C PHYS 217 - Optics 3 C PHYS 221 – Sophomore Lab (Nuclear) 1 C MAJOR REQUIREMENTS PHYS 227 – Sophomore Lab (Optics) 1 C ED 162 – Introduction to Teaching 3 C ED 200/204-Human Growth & Dev/Adol Psy 3 C ED 300 – Educational Psychology 3 C MAJOR REQUIREMENTS ED 312- Intro to ED of Exceptional Children 3 C PHYS 304 - Thermodynamics 3 C ED 322 – Reading in the Junior/Senior High 3 C PHYS 305 – Mechanics I 3 C ED 317 – Multicultural Education 3 C PHYS 403-Theor of Electricity & Magnetism 3 C ED 328 – Diagnosis and Evaluation 3 C BIOL 113 – Principles of Biology 3 C ED 402 –Instructional Technology Integration 3 C CHEM 111 – General Chemistry I 3 C ED 453 – Advanced Teaching Methods II 3 C CHEM 112 – General Chemistry II 3 C ED 427 – Classroom Management 3 C MATH 321 – Intro to Modern Algebra I 3 C ED 455 – Student Teaching 9 C MATH 403 – Differential Equations 3 C STAT 273 – Probability and Statistics I 3 C SCI 420 – Science Methods for Sec Ed Teach 3 C




Major: _________Social Studies Education_____________________ Academic Year (one year only): 2004 Min. GPA Requirement to Graduate: __ 2.5______ Total No. of Cr. Hrs. Required: __ 124____ (no ranges)

COURSES Cr. Hrs.

Min. Grade


Hrs.

Min. Grade


1 D HUMANITIES



3 D

[ST 208 or ST 212]-Speech Arts/Int to Pub Sp 3 D COMPUTER LITERACY Other Humanities ENGLISH ART ENG 101 – Freshman Composition 3 C ART 105, or ART 210, or MUS 219 3 D ENG 102 – Freshman Composition 3 C ENG 213 – Advanced Composition 3 C SOCIAL SCIENCES ECON 201 – Principles of Economics 3 D MATHEMATICS MATH 131 – College Algebra 3 C MATH 132 - Trigonometry 3 C NATURAL SCIENCES BIOL 103 – Principles of Biology I 3 C FOREIGN LANGUAGES BIOL 104 – Principles of Biology II 3 C CHEM 101 – Environmental Chemistry 3 C OTHERS [_________________________] MAJOR REQUIREMENTS HIST 101 – History of Western Civilization I 3 C HIST 102 – History of Western Civilization II 3 C HIST 202 – Recent American History 3 C MAJOR REQUIREMENTS HIST 322 – Louisiana History 3 C ED 162 – Introduction to Teaching 3 C GEOG 201 – Cultural Geography 3 C ED 200/204-Human Growth & Dev/Adol Psy 3 C GEOG 308/405 – Phys Geog or World Geog 3 C ED 300 – Educational Psychology 3 C PS 201 – American Government 3 C ED 312 – Intro to ED of Exceptional Children 3 C PS 300 – State and Local Government 3 C ED 317 – Multicultural Education 3 C SOC 200 – Cultural Anthropology 3 C ED 322 – Reading in the Junior/Senior High 3 C SOC 201 – Introduction to Sociology 3 C ED 328 – Diagnosis and Evaluation 3 C SOC 405 – Sociology of the Family 3 C ED 402 –Instructional Technology Integration 3 C ECON 202 – Micro Economics 3 C ED 453 – Advanced Teaching Methods II 3 C PSY 200 – General Psychology 3 C ED 427 – Classroom Management 3 C ED 455 – Student Teaching 9 C SS 406 – Methods of Teaching Social Studies 3 C HIST 320 – African American History 3 C


Course Number: ED 322 Course Title: Teaching Reading in the Middle, Junior, Senior, High School Credit Hours: 3 Course Description: This course is designed to focus on techniques and materials basic to teaching reading skills in the middle, junior and senior high school, (grades 7-12). Students complete relevant modules on teaching reading in the content areas. ED 303 Survey of Reading is a prerequisite. Form and Hour: This course is designed to focus on strategies, resources, and assessments that may be used for developing and enhancing Reading/Literacy skills in the content areas. Teacher candidates will review best practices research, theory, and principles for providing effective content area reading instruction for diverse learners. They will also engage in the demonstration of appropriate methods in both simulated and actual teaching settings at selected secondary school sites. They will complete these on-site experiences under the supervision of the classroom teacher and the course instructor. The diverse course experiences will include technology infusion activities and problem-based learning research projects. The course includes the use of multiple modes of delivery such as lecture/discussions, cooperative/cooperative group activities, micro-teaching, field-based experiences (e.g. implementation of lessons at the on-site school, professional development workshops and conferences, and community based projects). This is a three (3) hour. Course Objectives and Assessment: Given varied content, activities, and materials, the candidate will: 1. Critically analyze principles of Reading and the continuum of Reading skills as related to

providing effective content-area reading instruction for diverse learners. (LR & LC-A1,A2) 2. Design and present appropriate resources and diverse instructional strategies for promoting

the development of effective content area Reading/Literacy skills (Vocabulary, Comprehension (Constructing Meaning in Text), Vocational Skills, Writing in the Content Areas, Reading and Study Skills). (LR & LC-A2, A4, A5,F1,F2,F3,F4,G3,G4,G5,H1)

3. Demonstrate diverse strategies for using Literature-Based Instruction and Thematic Units to develop and enhance content-area Reading/Literacy skills. (LR & LC –A5,D1,C6,D1,D2,E1,E3,F2,F3,F4,G1,G3,G5,G5)

4. Outline and cite examples of techniques for organizing and managing the classroom to promote enhanced content area reading instruction. (LR & LC –A2,A4,A5,A6,F2,F3,F5,G1,H1,H2)

5. Create and present major approaches and materials for developing and enhancing content area Reading/Literacy skills in specific content areas. (LR & LC –A2,A3,A5,D3,E1, F1,F2,F3,F4,G1,G3,G4,G5,H1,H2)

6. Select and utilize multiple measures of assessment that may be used in the content area Reading/Literacy program.(LR & LC - A4,A6,E2,E3, F5,H2)

7. Demonstrate the application of technology infusion activities in the content area reading program (micro-soft word for all assignments, internet for educational research and power point for oral presentations). (LR & LC –A1,A2,D1,E2,F1,H1,G5,A5)


8. Participate in professional development experiences that relate to the improvement of Reading/Literacy skills across the curriculum. (LR & LC- A1,A2,A5,D1,E1,E2,E1,E2,G1,G3)

9. Analyze the role of parents and community agencies in developing and enhancing Reading/literacy skills in the content areas. (LR &LC – A4,A5)

10. Summarize eight articles that relate to best practices research and current trends in the content area reading program. (LR & LC –A4,A5,D2,E3,F5,G5H1).

Multiple Measures of Performance-Based Assessments: A=Reflective Journals, B=Follow-Up Surveys on Graduates, C=Evaluation Rubric, D=Teacher Candidate Work Samples, E=Student Work Samples, F=State Licensure Feedback, G= Oral Presentation, H=Technology-Related Presentations, I=Video-Taped Data Summaries, J=Case Studies, K=Faculty & Administrative Evaluations, L=Criterion-Referenced Tests, M=Norm-Referenced Tests, N=Micro Teaching, O=Lesson Plan & Delivery of Instruction, P=Supervising Teacher Observation, Q=Teacher Candidate Portfolio, R=Article Critiques Assessment Strategies: The candidate will:

A. Complete and discuss article critiques that focus on specific concepts relating to current trends, strategies, resources, and best practices for the content area reading program. (see Article Critique Rubric)

B. Complete teacher-made exams (based on the style of Praxis-PLT) that provide opportunities for candidates to apply and transfer course content knowledge.

C. Observe master teachers and complete projects (e.g. delivery of content-area Reading/Literacy lessons, administration of assessment measures, participation in professional development activities) at the on-site secondary school or community. After completing activities at the field-based site, the teacher candidate will record feedback in their Reflective Journals and provide share highlights in the university class setting.

D. Design a Thematic Unit in a specific content area and implement selected activities at the on-site secondary school.

E. Complete at least 15 hours of field-based experiences that include observation-participation at the secondary school and diverse professional development activities.

F. Form specific cooperative/collaborative groups to research, discuss, and present specific concepts related to providing effective content area Reading/Literacy instruction.

G. Utilize Portfolio Assessment by maintaining a portfolio of individual course work, course expectations, and self evaluations.

H. Participate in the planning and implementation of a Reading/Literacy Seminar which demonstrates strategies for partnering with the home, school and community to promote enhanced content area Reading/Literacy skills.

I. Complete and present individual and group projects that relate to strategies and resources for developing and enhancing content area Reading skills.

Primary Empirical Base: This course is based on information that is needed for secondary teacher candidates to develop and enhance the reading/literacy skills of students in the content areas. The specific content is based on the standards for Reading professionals developed by the Professional Standards and Ethics Committee of the International Reading Association, the National Reading Panel Report on the Most Effective Way to Teach, INTASC, NCATE, NBPTS, LCET, and the unit’s conceptual framework. Additionally, the course objectives are aligned with the Louisiana Reading and Language Competencies for New Teachers, and the Grade Level Expectations.


Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, also served as a basis for the course content.

Proposed Resources and Materials for the Course: Textbook: Roe, Betty D., Barbara D. Stood, Paul C. Burns.(2006) Secondary School Literacy

Instruction.8th

Ed. New York: Houghton Mifflin Company

Resources Websites (used for critiquing articles and securing background information for projects and

discussions). National Research Council (at The National Academics): (www.nationalacademics.org/nrc/) National Reading Panel Report on the Most Effective Way to Teach Reading:

(www.nationreadingpanel.org/press/press_rel_4_13_00_1.html International Reading Association Website (http://www.ira.org) Journals Used for Critiquing Articles: The Reading Teacher The Journal of Adolescent and Adult Literacy Reading Research Quarterly

Supplementary Texts and Resources: Selected Resources Allington, R. (Ed.). (1998). Teaching struggling readers: articles from The Reading Teacher.

Newark, DE: International Reading Association. Evidence-based reading instruction: Putting the National Reading Panel Report Into Practice.(2002). Newark: International Reading Association. Fink, R. (2006). Why Jane and John couldn’t read—and how they learned: A new look at

striving readers. Newark, DE: International Reading Association. Graves, M. (2006). The Vocabulary book: Learning & instruction. Newark, DE: International

Reading Association. Griffith, L., Rasinski, T. (2004). A focus on fluency: how one teacher incorporated fluency with

her reading curriculum. The Reading Teacher, Volume 58 No.2; pp. 126-137. Hammond, B., Hoover, M. E. R., & McPhall, I. P.(2005). Teaching african-american learners

to read: perspectives and practices. Newark, DE: International Reading Association. Heilman, A., Blair, T., & Rupley, W. (2002). Principles and practices of teaching reading (10th

Hudson, R., Lane, H., Pullen, P. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, Volume 58 No. 8; pp. 702-713.

ed.). Columbus: Merrill Prentice Hall.

Indrisano, R., Paratore, J. (2005). Learning to write, writing to learn: Theory and research in practice. Newark, DE: International Reading Association.

. Student artifacts will be included in the presentation.

http://www.ira.org/�


Other field experiences will involve attending staff development seminars at on-site schools and in the community. The teacher candidates will also be responsible for developing ad implementing a reading seminar/workshop which is held at Grambling State University. This activity will be designed to demonstrate how parents, community agencies, the university, and the school can serve as partners to enhance reading/ literacy skills in the content areas. The candidates will be required to maintain a Reflective Journal documenting the use of various Balanced Literacy Approaches used to enhance content-area reading.

Available faculty to Teach the Course: Dr. Loretta Jaggers Dr. Vicki Brown


VI. COURSE TEXTBOOK AND RESOURCE MATERIALS ED 322 - Teaching Reading in the Middle, Junior, Senior, High School

Proposed Resources and Materials for the Course: Textbook: Roe, Betty D., Barbara D. Stood, Paul C. Burns.(2006) Secondary School Literacy

Instruction.8th

Resources

Ed. New York: Houghton Mifflin Company

Websites (used for critiquing articles and securing background information for projects and discussions).

National Research Council (at The National Academics): (www.nationalacademics.org/nrc/) National Reading Panel Report on the Most Effective Way to Teach Reading:

(www.nationreadingpanel.org/press/press_rel_4_13_00_1.html International Reading Association Website (http://www.ira.org) Journals Used for Critiquing Articles: The Reading Teacher The Journal of Adolescent and Adult Literacy Reading Research Quarterly

Supplementary Texts and Resources: Selected Resources Allington, R. (Ed.). (1998). Teaching struggling readers: articles from The Reading Teacher.

Newark, DE: International Reading Association. Evidence-based reading instruction: Putting the National Reading Panel Report Into Practice.(2002). Newark: International Reading Association. Fink, R. (2006). Why Jane and John couldn’t read—and how they learned: A new look at

striving readers. Newark, DE: International Reading Association. Graves, M. (2006). The Vocabulary book: Learning & instruction. Newark, DE: International

Reading Association. Griffith, L., Rasinski, T. (2004). A focus on fluency: how one teacher incorporated fluency with

her reading curriculum. The Reading Teacher, Volume 58 No.2; pp. 126-137. Hammond, B., Hoover, M. E. R., & McPhall, I. P.(2005). Teaching african-american learners

to read: perspectives and practices. Newark, DE: International Reading Association. Heilman, A., Blair, T., & Rupley, W. (2002). Principles and practices of teaching reading (10th

Hudson, R., Lane, H., Pullen, P. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, Volume 58 No. 8; pp. 702-713.

ed.). Columbus: Merrill Prentice Hall.

Indrisano, R., Paratore, J. (2005). Learning to write, writing to learn: Theory and research in practice. Newark, DE: International Reading Association.

http://www.ira.org/�


APPENDIX


Appendix A Alignment Matrix for the Conceptual Framework Teacher candidates, teachers, and educational leadership personnel will:

Unit Outcomes * Assessment INTASC NCATE NBPTS LCET 1.0 Masters of Subject Matter Content (Knowledge)

1.1 Demonstrate knowledge of content that underlies professional competencies. (Cognitive) C, D, F, G, O, P, R

1,2,7 I,III,VI I,II IA,IIC,IIIA,IIIB

1.2 Apply knowledge of best pedagogical practices for use in the instructional process. (Cognitive, Psychomotor) C, D, F, G, O, P, R


1.3 diverse strategies for interrelating disciplines in the instructional Cognitive, Psychomotor) C, D, F, G, O, P, R


1.4 echnology infusion strategies for diverse populations. (Cognitive, tor)

H, N, O, G, D, P,

Q, K, R

1,2,3,4,5,6,8,9 I,II,III,IV,V,VI I IIIA

1.5 tive lesson procedures and demonstrate effective delivery strategies. , Psychomotor)

O, P,E, D,B, R 1,4,6,7,8 I,II,III,IV,V I,II,III IA,IIB,IIIB,IIC,IIIIA, IIIB IIID

1.6 Interpret and implement appropriate and multiples measures of assessment. (Cognitive and Psychomotor)

O, P, E, D,B, R 1,4,6,7,8 I,II,III,IV,V I,II,III IA,IIB,IIIB,IIC,IIIIA, IIIB IIID

1.7 Reflect on the value of practices, knowledge, inquiry, and critical thinking behaviors. (Cognitive, Affective)

A, F, L, M, P, Q, R 1,4,6,7,9 I,II,III,IV,V I,II,III,IV IIIA,IIIB,IIIC

1.8 Identify personal, professional, and curricular values. (Cognitive, Affective)

A, K, P, Q, R 3,7,9,10 I,III I, IV IV, V

2.0 Facilitators of Learning (Skills)

2.1 Demonstrate the effective delivery of standards-based instruction. (Cognitive, Psychomotor)

C, D, E, H, N, O, P, I, R

1,2,4,5,6,7,8 I,III,IV II,IV I,II,III,IIIB.IIID

2.2 Create and maintain effective management strategies (organization of time, space, resources, activities). (Cognitive, Psychomotor)

B, I, K, L, M, O, P, Q, R

1,3,5,6,9 I.II.III.IV III,IV IIA,IIB, IIIA

2.3 Device activities that promote active involvement, critical/creative thinking, and problem solving skills for all students. (Cognitive, Psychomotor)

A, E, F, H, I, K, N, O, P, R

1,2,3,4,5,6,7,8,9,10 I,II,III,V I,II,III IIIC

2.4 Demonstrate the use of diverse experiences that incorporate the underlying philosophy of education that is multicultural across the curriculum. (Cognitive, Psychomotor)

E, F, J, L, M, N, O, P, Q, B, R

1,2,4,5,6,7,8,10 I,III,IV I,II,V I,III,IIIB,IIIC, IIID, IV


Unit Outcomes * Assessment INTASC NCATE NBPTS LCET 2.5 Perform strategies that incorporate literacy learning across the

curriculum. (Cognitive, Psychomotor) B, C, D, E, F, G H,

N, O, P, R 1,2,3,4,5,6,7,8 I,III,IV I,II,IV I,III,IIIB,IIIC

IV

2.6 Apply strategies that accommodate diverse learner needs by selecting and using appropriate resources. (Cognitive, Psychomotor)

A, B, D, F, G, H, I, L, M, N, O, P, Q, R

1,3,5 I,II,III,IV,V I,II IA,IIIC

2.7 Analyze research that relates to strategies for promoting effective teaching and learning. and life-long learning in a global society. (Cognitive)

D, J, G, R 6,9 I,II,III,IV,V IV,V IIB,IVA

2.8 Commit to the continuing development of life-long learning in a global society. (Affective)

D, J, G, R 6,9 I,II,III,IV,V IV,V IIB,IVA

2.9 Relate knowledge of educational theorists to planning, lesson delivery, and classroom management. (Cognitive, Psychomotor)

B, D, E, F, G, H I, N, O, P, Q , R

1,2,3,4,5,8 I,II,IV I,II,III,IV I,II,III,IIIB,IIID

2.10 Demonstrate an awareness of the social, cultural, political, economic and comparative context of schools and learners. (Cognitive, Psychomotor, Affective)

B, F, G, J, L, M, Q, R

1,2,3,4,5,6,7,8,9,10 I,II,IV IV,V IIIA,IIID IV,V

2.11 Utilize technology in planning and presenting lessons, research, and professional development. (Cognitive, Psychomotor)

H, N, O, G, D, P, Q, K, R 1,2,3,4,5,6,8,9 I,II,III,IV,V,VI I IIIA

3.0 Enhancers and Nurturers of Affective Behaviors (Dispositions)

3.1 Display positive self-concept development and respect for others. (Affective)

A, I, J, P, Q, R

2,3,5,6,9,10 I,III,IV V,V IV,VB

3.2 Practice a positive attitude and mutual respect toward students, parents, and colleagues. (Affective)

A, K, P, Q, R 1,5 I,III,IV,V,VI I,II,III,IV IIA,IIC,IIIC

3.3 Display sensitivity to diverse learning styles and multiple intelligences. (Affective, Psychomotor)

A, C, D, E, F, G, H, I, M, N, O, P, R

1,3,5 I,II,III,IV,V I,II,III IA,IIA,IIC, IIIC

3.4 Demonstrate sensitivity to the many facets of diversity.(Cognitive Domain-Application)

A, B, C, D, L, M, O, P, R 1,3 I,III,IV,V I,II,III,IV IIA,IIC,IIIC

3.5 Organize school, family, and community partnerships. (Cognitive, Affective)

A, B, F, J, Q, R 6,9,10 I,III,IV.V,VL IV,V IIB

3.6 Influence the development of healthy, mental, physical and social lifestyles. (Affective, Psychomotor)

A, P, Q, R, F, R 2,5,8 I,II,III,IV,V I,II,III,IV IIA,IIIC

3.7 Display a commitment to the improvement of student learning and school improvement. (Affective, Psychomotor)

A, B, E, F, I, J, P, Q, R

1,2,3,4,5,6,7,8,910 I,II,III,IV,V,VI I,II,IV IIA,IIC,IIIC

3.8 Display a classroom climate that is conducive to learning. (Affective, Psychomotor)

A, B, C, E, I, N, O, P, Q 5,6 I,II,III,IV,V,VI I,II,III,IV IIA,IIC

exhibit 1b.1.9 louisiana reading and language competencies ...€¦ · grambling state university 1...

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